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COURSES  Of  STUDY  FOR  THE  ELEMENTARY  SCHOOLS 

ISSUED    BY   THE 

STATE  NORMAL  SCHOOL  AT  SAN  FRANCISCO. 


No.  1  (new  series).- — A  Course  of  Study  in  Primary  Language  and  Hand- 
book to  the  State  Series  Text ;  paper  bound,  109  pages.  By  Effie 
B.  McFadden.      (Out  of  print;  see  Bulletin  No.  9.) 

No.  2  (new  series). — A  Course  of  Study  in  Primary  Arithmetic  and 
Handbook  to  the  State  Series  Text ;  paper  bound,  1GG  pages.  By 
David  Rhys  Jones.  Price,  postpaid,  30  cents.  (Out  of  print;  see 
Bulletin  No.  11.) 

No.  3  (new  series). — A  Course  of  Study  for  the  Teaching  of  Reading  to 
Beginners  and  Handbook  to  the  State  Series  Primer  and  First 
Reader;  paper  bound,  76  pages.  Price,  postpaid,  30  cents.  (Out 
of  print ;  see  Bulletin  No.  8. ) 

No.  4  (new  series). — A  Course  of  Study  in  Map  Geography;  paper  bound, 
52  pages.     By  Allison  Ware.     Price,  postpaid,  30  cents. 

Outline  maps. — In  connection  with  Bulletin  No.  4,  the  school  pub- 
lishes a  series  of  nine  outline  maps  from  which  pupils  may  trace 
outlines  for  use  in  location.  These  maps  are  9  by  12  inches  in 
size.  They  represent  the  following  areas :  North  America,  South 
America,  Europe,  Asia,  Africa,  Australia,  United  States,  Cali- 
fornia and  the  hemispheres.  Price,  postpaid,  for  set  of  nine,  15 
cents. 

No.  5  (new  series). — A  Course  of  Study  in  Literature  for  the  Grammar 
Grades  ;  paper  bound,  103  pages.  By  Allison  Ware.  Price,  post- 
paid, 30  cents. 

No.  6  (new  series). — A  Course  of  Study  in  Grammar  and  Handbook  to 
the  State  Series  Text ;  paper  bound,  89  pages.  By  Frederic  Burk 
and  Effie  B.  McFadden.     Pricte,  postpaid,  30  cents. 

No.  7  (new  series). — A  Course  of  Study  in  History  and  Handbook  to  the 
State  Series  Advanced  Text ;  paper  bound,  162  pages.  By  Archi- 
bald B.  Anderson.     Price,  postpaid,  30  cents. 

No.  8  (new  series). — A  Course  of  Study  in  the  Teaching  of  Reading  and 
Handbook  to  the  State  Series  Second,  Third,  and  Fourth  Readers; 
paper  bound,  115  pages.  By  Alma  Patterson.  Price,  postpaid,  30 
cents. 

No.  9  (new  series). — A  Course  of  Study  in  Language;  174  pages.  By 
Effie  Belle  McFadden.  Price,  postpaid,  30  cents,  for  paper  bound ; 
or  55  cents,  cloth  bound. 

[Continued  on  third  page  of  cover.] 


SAN  FRANCI5CO 

STATE  NORMAL  5CHOOL 


CIRCULAR  OF  INFORMATION 


CONCERNING  THE 


ELEMENTARY  DEPARTMENT 


SACRAMENTO 

W.  W.  SHANNON Supt.  of  State  Printing 

1910 


BOARD  OF  TRUSTEES. 


His  Excellency  JAMES  N.  GIEEETT       -----       Governor 

Ex   officio. 

Hon.    EDWARD    HYATT       -       Superintendent    Public    Instruction 
Ex   officio. 

JAMES  M.  AEEEN       -         -         -■••--...         .         -         San  Francisco 

HENRY  G.   W.   DINKEESPIEE San  Francisco 

VANDEREYNN    STOW San  Francisco 

JOHN    SWETT          .------..  Martinez 

W.    MAYO    NEWHAEE         ------          San  Francisco 

OFFICERS. 

JAMES    M.    AEEEN Chairman 

HENRY  G.  W.  DINKEESPIEE Secretary 

EXECUTIVE.  COMMITTEE. 

JAMES  M.  ALEEN,  W.  MAYO  NEWHAEL, 

VANDEREYNN   STOW. 

REPRESENTATIVES  IN  JOINT  BOARD. 

JAMES  M.  AELEN,  HENRY  G.  W.  DINKEESPIEE, 

JOHN   SWETT. 


FACULTY. 


FREDERIC  BURK,  President. 

B.L.,  University  of  California,  1883;  Graduate  Student  University 
of  California,  1890-91;  Graduate  Student  Stanford  University, 
1891-92;  A.M.,  Stanford,  1892;  Fellow  in  Psychology,  Clark  Uni- 
versity,  Massachusetts,   1896-98;   Ph.D.,   Clark  University,    1898. 

Teacher  in  Coulterville  District,  Mariposa  County,  1889;  Instructor 
in  Mathematics  and  Science,  California  Military  Academy,  1899-90; 
Instructor  in  Mathematics,  Berkeley  Gymnasium,  1890-91;  Principal 
Davis  Street  Grammar  School,  Santa  Rosa,  1892-93;  Supervising 
Principal  of  Santa  Rosa  Schools,  1893-96;  City  Superintendent  of 
Santa  Barbara  Schools,  1898-99.      (Appointed  July,  1899.) 

EFFIE   B.   McFADDEN,   Supervisor  oe  the  Teaching  oe 
Language. 

Graduate  Dos  Angeles  State  Normal  School,  1890;  A.B.,  Stanford 
University,  1900. 

Teacher  in  Public  Schools,  Tustin,  Orange  County,  1891-93;  City 
Supervisor  of  Nature-Study  in  Public  Schools  of  Oakland,  Cali- 
fornia,  1897-1900.      (Appointed  April,    1900.) 

*ALMA    PATTERSON,    Supervisor   oe   the   Teaching   of 
Primary  Reading. 

Graduate  San  Jose  State  Normal  School;  A.B.,  Stanford  University, 
1900. 

Teacher  and  Principal  in  Schools  of  Santa  Clara  County,  1880-87; 
Primary  Teacher  Sherman  Heights  School,  San  Diego  City,  1888-92; 
Student  Stanford  University,  1893-95;  Primary  Teacher  Stockton 
Schools,  1895-97;  elected  Training  School  Teacher,  Chico  State 
Normal  School,  1897;  Grammar  Grade  Teacher,  Riverside,  1897-98. 
(Appointed  July,   1900.) 

DAVID  RHYS  JONES,   Supervisor  oe  the  Teaching  oe 
History,  Arithmetic,  and  Physiology. 

A.B.,  University  of  Wisconsin,  1896;  Summer  School,  University 
of  Wisconsin,  1902;  Graduate  Student,  University  of  California, 
1902-03;  A.M.,  University  of  California,   1903. 

Teacher  in  Waterville  District,  Wisconsin,  1895-96;  Teacher  in 
graded  schools,  Waukesha,  Wisconsin,  1896-98;  Principal  of  High 
School  and  Supervisor  of  Elementary  Schools,  East  Troy,  Wiscon- 
sin, 1898-1901;  Principal  of  Grammar  School,  Escondido,  San  Diego 
County,  Cal.,  1901-02;  Reader  in  Education,  University  of  Cali- 
fornia, 1902-03;  appointed  Assistant  in  Education,  University  of 
California,   1903.      (Appointed  July,   1903.) 


Absent  on  leave. 


ALLISON  WARE,  Supervisor  of  the  Teaching  of  Litera- 
ture and  Geography. 

B.Iv.,   University  of   California,   1903. 

Teacher  L,emoore  High  School,  1903-04;  Hanford  High  School, 
1904-05.     (Appointed  July,  1905.) 

ANNA  WIEBALK,  Supervisor  of  the  Teaching  of  Com- 
position. 

Special  Student  Stanford  University,  1899-00;   Special  Student  State 
University,   1901-02. 

Departmental  Teacher  in  Alameda  City  Schools;  Supervisor  of 
Nature-Study,  Alameda  City,   1905-06.      (Appointed  July,   1907.) 

PERCY     F.     VALENTINE,     Principal     of     Elementary 

SCHOOL. 
A.B.,    Stanford,    1909. 

Teacher  Mt.  Tamalpais  Military  Academy,  1909.  (Appointed 
January,  1910.) 

ESTELLE  CARPENTER,  Director  of  Music. 

Graduate    Teachers'     Musical     Institute,     Chicago,     1896;     Graduate 
California   Kindergarten   Training   School,    1895. 

Teacher  of  Music  in  Golden  Gate  Kindergarten  Training  School, 
1897;  Teacher  in  San  Francisco  City  Normal  School,  1897-99; 
Supervisor  of  Music  in  San  Francisco  Public  Schools,  1899-. 
(Appointed  July,    1899.) 


A55I5TANT  SUPERVISORS. 

EVA  A  LEVY,  Assistant  Supervisor  in  the  Teaching  of 
Music  and  Class  Management. 

Graduate    San    Francisco    State    Normal    School,    1901.      (Appointed 
July,  1901.) 

ADELYN   M.   BRICKLEY,   Assistant   Supervisor  in  the 
Teaching  of  Geography. 

Graduate    San    Francisco    State    Normal    School,    1904.      (Appointed 
January,   1905.) 

CORINNE  HAISLIP  JOHNSTONE,  Assistant  Supervisor 
in  the  Teaching  of  Reading. 

Graduate  San  Francisco  State  Normal  School,  December,   1904. 

Teacher  Stanislaus  District,  Stanislaus  County,  1898-99;  Cole 
District,  Stanislaus  County,  1899-1900;  Modesto  City  Schools, 
1900-02.      (Appointed   February,    1905.) 


—  5 


ELINOR     MEREDITH,     Assistant     Supervisor    in     the 
Teaching  of  Drawing. 

Graduate     San     Francisco     State     Normal     School,     October,     1905. 
(Appointed    October,    1905.) 

NETTIE  DUNCAN,  Assistant  Supervisor  in  the  Teach- 
ing of  Language,  Composition  and  Grammar. 

Graduate     San     Francisco     State     Normal     School,     March,      1907. 
(Appointed    July,    1907.) 

MARY  WARD,  Assistant  Supervisor  in  the  Teaching  of 
Arithmetic  and  Reading. 

Graduate     San     Francisco     State     Normal     School,     March,     1907. 
(Appointed    July,    1907.) 

LOUISE  CARLSON,  Assistant  Supervisor  in  the  Teach- 
ing of  Language,  Composition  and  Grammar. 

Graduate      San      Francisco      State      Normal      School,     June,      1908. 
(Appointed    July,    1908.) 

ETHEL  SMITH,  Assistant  Supervisor  in  the  Teaching 
of  Drawing  and  Composition. 

Graduate     San     Francisco     State     Normal     School,     October,     1908. 
(Appointed  October,   1908.) 

.WILLA  SALE,  Assistant  Supervisor  in  the  Teaching  of 
Composition  and  Language. 

B.Iy.,  University  of  California,   1909;    Student   San  Francisco    State 
Normal  School,  1909.      (Appointed  April,  1909.) 


NELLIE   FINN  -        -        -        -        -        -        Librarian 

KATHERINE  HUSSEY        -       -       -      Office  Assistant 


HUGH  HIGGINS  ------        Janitor 

SARAH  GORDON    ------         Janitress 

PALMER  GORDON     ------        Janitor 


A  STATE  5CHOOL. 


In  answer  to  the  inquiries  frequently  made  by  parents 
regarding  the  features  of  instruction  in  the  Elementary 
Department  of  the  San  Francisco  State  Normal  School  this 
Circular  of  Information  is  issued. 

The  department  building  is  located  upon  the  corner  of 
Buchanan  and  Hermann  streets.  It  may  be  conveniently 
reached  by  the  following  car  lines :  Haight  street  line,  getting 
off  at  Buchanan  and  walking  two  blocks  south ;  the  Fillmore 
street  line,  getting  off  at  Hermann  and  walking  two  blocks 
east ;  the  Market  street  line,  getting  off  at  Hermann  and 
walking  one  block  west. 

The  department  is  an  adjunct  of  the  State  Normal  School, 
and  is  therefore  a  State  school  under  the  direction  of  a  Board 
of  Trustees,  five  of  whom  are  appointed  by  the  Governor, 
and  two  are  ex  officio  members,  the  Governor  and  the  Super- 
intendent of  Public  Instruction.  The  school  is  entirely  inde- 
pendent of  the  San  Francisco  public  school  system,  and  can 
therefore  select  the  pupils  best  serviceable  to  its  purposes. 

The  instruction  covers  the  eight  elementary  grades.  During 
the  present  year  there  have  been  thirty-five  classes,  represent- 
ing an  attendance  of  600  to  700  pupils.  Each  class  is  limited 
not  to  exceed  21  pupils.  The  teachers  are  students  of  the 
Normal  Department,  and  as  such  are  graduates  of  high  school, 
teachers  of  experience  in  the  public  school,  or  university 
graduates.  Each  class  is  divided  into  two  sections,  and  a 
teacher  is  usually  provided  for  each  section.  While  one 
teacher  is  conducting  an  oral  recitation  with  her  section,  the 
other  teacher  is  helping  the  pupils  at  work  in  their  seats. 
There  are,  for  each  class,  three  shifts  of  teachers  during  the 
day,  so  that  a  teacher  prepares  and  conducts  the  teaching  of 
only  one  or  two  main  subjects  during  the  day.  The  first 
shift  of  teachers  teaches  from  9  o'clock  until  10.30 ;  the  second 
shift  from  10.30  o'clock  until  noon ;  the  third  shift  is  in 
charge  during  the  afternoon. 

The  daily  instruction  by  the  teachers  is  closely  directed  and 
supervised  by  the  members  of  the  Normal  Faculty,  about 
eighteen  in  number.  All  lessons  to  be  given  are  carefully 
planned  in  advance  with  the  respective  supervisors. 


DISTINCTIVE  FEATURES  OF  THE  SCHOOL. 


Small  Classes. 

No  class  is  permitted  to  exceed  twenty-one  pupils  in  enroll- 
ment. In  the  receiving  classes  the  number  is  generally  not 
more  than  fifteen  or  sixteen.  For  each  class  two  teachers 
usually  are  assigned;  one  assists  the  pupils  at  their  seats  in 
study,  while  the  other  is  conducting  the  recitations. 

Promotion  by  Subjects  not  upon  Averages. 

A  feature  of  much  satisfaction  to  parents  and  justice  to 
pupils  is  that  the  pupil  is  not  promoted  from  grade  to  grade 
upon  averages  of  all  subjects  pursued;  but  a  pupil  is  promoted 
in  each  subject  regardless  of  standing  in  any  other  subject. 
Thus  it  is  quite  possible  and  frequent  that  a  pupil  may  be 
graded  in  the  sixth  grade  in  arithmetic,  in  the  eighth  in  litera- 
ture, in  the  seventh  in  geography,  and  in  the  fifth  in  drawing, 
etc.  Progress  in  one  subject  is  therefore  entirely  independent 
of  progress  in  any  other  subject,  and  a  pupil  is  not  compelled 
to  mark  time  or  pass  too  hurriedly  over  one  subject  in  order 
to  be  promoted  in  others.  Every  forty  minutes  during  the 
school  day  recesses  are  taken  permitting  pupils  to  be  reas- 
sorted  into  different  grade  rooms  for  the  study  of  different 
subjects,  and  by  this  device  pupils  are  graded  differently 
according  to  subjects. 

Frequency  of  Promotion. 

The  school  year  is  divided  into  three  terms  of  thirteen 
weeks  each,  and  pupils  are  subject  to  regular  promotion  in 
each  subject  at  the  end  of  each  of  these  terms,  although  they 
may  be  irregularly  promoted  at  any  time.  The  principle  of 
promotion  is  to  organize  each  class  so  that  the  pupils  in  it 
are  of  even  knowledge  and  rate  of  progress,  and  without  any 
pupils  distinctly  behind  or  in  advance  of  the  majority. 

The  basis  of  promotion  in  arithmetic,  language,  grammar, 
spelling,  and  composition  is  almost  wholly  upon  the  records, 
mathematically  computed,  as  described  under  the  system  of 
records.  In  geography,  history,  literature,  drawing,  and 
similar   subjects  in  which  progress   is  not   so   easily  reduced 

—  8  — 


to  definite  statement,  except  in  so  far  as  the  cumulative  review 
tests  may  show  results,  promotion  depends  more  upon  the 
judgment  of  teacher  and  supervisor.  But  in  general  the 
system  at  the  end  of  each  term  of  thirteen  weeks  is  to 
arrange  the  records  of  all  the  pupils  of  the  different  grades 
so  as  to  show  the  groups  of  about  twenty  each  who  will  work 
most  evenly  together.  The  best  group  is  given  first  place, 
and  the  others  are  ranked  accordingly.  At  the  end  of  the  next 
thirteen  weeks  a  pupil  in  a  lower  group  or  class  of  the  grade 
may  by  the  records  of  his  industry  or  intelligence  have  shown 
his  ability  to  work  with  a  higher  grouping  for  the  ensuing 
term;  or,  belonging  to  the  highest  group  he  may  have  per- 
mitted his  comrades  to  outstrip  him  and  find  himself  in  a 
lower  group.  But  at  any  rate,  it  is  rarely  necessary  for 
pupils  to  repeat  a  term's  work,  chiefly  owing  to  the  thorough- 
ness of  the  cumulative  system,  except  in  cases  of  weakness 
due  to  absence. 

Arithmetic. 

No  subject  has  caused  so  much  discouragement  to  pupils 
in  schools  generally  as  arithmetic.  Pupils  who  make  a  poor 
start  in  the  fundamentals  of  arthmetic  get  behind,  and  this 
is  one  chief  cause  of  school  failures,  as  this  subject  is  the 
common  basis  of. promotion.  In  the  higher  grades  the  serious 
mistake  has  been  made  in  the  past  to  introduce  a  variety  of 
useless  types  of  examples  that  are  really  impossible  of  com- 
prehension by  pupils,  and  their  solutions  can  only  be  memor- 
ized by  exercise  of  a  degree  of  keen  attention  which  few 
pupils  can  give. 

The  Normal  Elementary  School  makes  a  feature  of  its 
arithmetic  teaching.  In  the  third  and  fourth  grades' the  effort 
is  concentrated  by  drill  in  securing  a  thorough  and  accurate 
skill  in  the  common  and  fundamental  operations  by  means  of 
the  cumulative  system  of  reviews.  This  work  in  review  is 
continued  through  the  upper  grades,  but  also  in  these  upper 
grades  the  course  is  greatly  simplified ;  useless  types  of 
problems  are  eliminated  and  the  work  is  confined  to  those 
arithmetical  processes  common  to  everyday  life.  While  the 
results    are    very    satisfactory,    the    system    employed    greatly 

—  9  — 


economizes  the  pupil's  time.  Scarcely  half  the  daily  amount 
of  time  usual  in  schools  is  used.  The  supervisor  of  the 
teaching  of  arithmetic,  Mr.  David  R.  Jones,  is  one  of  the 
joint  authors  of  the  State  Series  primary  text. 

Home  Work. 

There  is  little  home  work.  We  feel  that  during  the  long- 
period  pupils  are  in  school  we  ought  to  be  able  to  teach  them 
practically  all  that  the  school  requires.  All  work  that  can 
best  be  done  under  the  direction  and  with  the  assistance  of 
a  skilled  teacher,  representing  such  studies  as  arithmetic, 
writing,  composition,  spelling,  grammar,  language  forms, 
f drawing,  is  done  exclusively  in  school  under  the  immediate 
instruction  of  the  teacher.  The  only  home  work  required  in 
these  subjects  is  that  type  of  drill  which  the  pupil  under- 
stands perfectly  how  to  do,  but  which  requires  frequent 
repetition  to  fix  the  habits.  The  class  of  school  work  which 
is  usually  sent  home  is  pleasurable  supplementary  readings  in 
history,  geographical  travel,  or  interesting  descriptions,  litera- 
ture and  reading  for  general  information.  For  these  purposes 
the  school  maintains  an  extensive  library. 

As  a  rule,  instruction  or  assistance  by  parents  is  not  advised, 
but  if  parents  wish  to  keep  in  close  touch  with  what  their 
children  are  studying  in  school  they  will  better  comprehend 
the  methods  and  purposes  of  instruction  by  procuring  the 
printed  school  bulletins  containing  the  courses  of  study  which 
the  teachers  in  the  school  follow.  A  list  of  these  will  be 
found  on  the  inside  cover  pages  of  this  circular,  and  they 
may  be  purchased  at  the  business  office  of  the  school. 

Avoidance  of  Text  Memorizing. 

Very  little  memorizing  of  texts  is  required  in  any  subject. 
There  is  no  value  in  memorizing  mere  definitions  and  rules 
as  what  is  needed  is  an  intelligent  comprehension  of  facts 
and  an  ability  to  use  correctly  what  the  rules  direct.  The 
work  of  instruction  is  therefore  upon  teaching  comprehension 
of  the  facts  and  to  train  pupils  in  habits.  The  teacher,  rather 
than  the  text,  is  the  source  of  information,  and  instead  of 
hearing  what  pupils  have  merely  memorized,  perhaps  without 

—  10  — 


comprehension,  the  teacher  first  tells  and  explains  in  simple 
language  and  by  blackboard  illustrations  and  diagrams. 
Pupils  are  then  given  the  texts,  or,  more  generally,  some 
book  in  which  the  topic  is  more  thoroughly  and  simply  treated 
than  in  the  text.  At  the  next  recitation  the  pupils  tell  in 
their  own  language  what  they  have  read  in  different  books, 
the  topic  is  discussed,  and  the  teacher  questions  them  to 
develop  their  comprehension.  By  this  system  pupils  get  a 
much  more  thorough  and  much  broader  knowledge  and  clearer 
understanding  of  what  they  study.  The  teacher  necessarily 
must  make  a  very  thorough  study  of  every  topic  she  presents, 
and  the  interest  of  pupils  is  kept  keyed  to  a  point  where 
learning  is  possible.  The  dead  dreariness  of  the  old-time 
recitation  in  which  the  teacher  merely  followed  the  memor- 
ized words  of  the  text  and  requiring  the  learning  to  be  done 
at  home  is  avoided.     The  school  is  the  proper  place  for  study. 

The  Cumulative  Review  System. 

One  chief  feature  of  the  system  of  instruction  is  that  of 
the  so-called  "cumulative  reviews"  which  are  used  in  the 
teaching  of  practically  every  subject.  Take,  as  the  simplest 
illustration  of  this  system,  the  teaching  of  spelling.  From  a 
list  of  about  four  hundred  words  selected  from  those  which 
are  most  frequently  misspelled  by  pupils  in  the  third  and 
fourth  grade  compositions,  the  pupils  begin  with  four  or  five 
in  the  first  lesson ;  they  are  repeated  in  the  next  two  lessons, 
recur  in  the  fourth,  again  in  the  sixth,  and  thereafter  at  vary- 
ing intervals  throughout  two  years  or  more.  Every  new  word 
once  introduced  is  thus  systematically  reviewed  for  a  long- 
period  and  words  with  which  pupils,  as  a  rule,  have  the  most 
difficulty  are  most  frequently  reviewed  in  this  way. 

The  same  system  prevails  in  all  subjects.  In  arithmetic 
each  of  the  forty-five  combinations  of  addition  is  learned 
in  small  groups  of  five,  each  group  is  reviewed  for  several 
consecutive  days,  and  then  at  recurrent  intervals  for  several 
grades.  No  combination  once  introduced,  therefore,  is  allowed 
to  be  forgotten  through  disuse.  The  course  of  study  has  been 
so  constructed  that  this  system  of  reviewing  is  necessary  as 
the  teachers  follow  the  various  lessons.     The  entire  course 

—  11  — 


in  arithmetic  is  laid  out  in  this  way,  so  that  every  item  is 
constantly  kept  fresh  in  the  pupil's  mind  by  this  plan. 

In  the  early  steps  of  reading  the  new  words  are  listed  in 
a  certain  order  and  are  constantly  reviewed  by  this  device  of 
system.  In  writing,  pupils  begin  with  certain  strokes,  then 
learn  the  letters  made  up  of  these  strokes,  and  are  drilled  for 
a  long  time  upon  these  letters,  or  words  constructed  from 
them,  and  these  only;  new  strokes  and  letters  are  introduced 
to  be  reviewed  with  those  previously  learned,  and  so  the 
process  continues. 

In  history  and  geography  important  facts  worth  remember- 
ing in  the  study  of  any  topic  are  formulated  into.,  a  series  of 
questions.  There  are  about  four  hundred  of  these  in  each  of 
these  subjects.  Each  topic  is  taken  up  thoroughly,  and  after 
it  is  finished,  the  essential  marrow  of  the  topic  is  preserved 
in  this  "cumulative"  review.  As  the  pupils  proceed  to  new 
topics  a  certain  portion  of  each  daily  recitation  is  reserved 
for  the  cumulative  review  questions  pertaining  to  previous 
topics,  so  that  several  times  a  year  all  knowledge  previously 
learned  has  been  harrowed  and  reharrowed,  and  what  has 
been  learned  in  one  grade  is  carried  forward  without  forget- 
fulness  into  all  subsequent  grades.  For  example,  pupils  who 
are  studying  history  topics  belonging  to  the  past  twenty  years 
are  still  regularly  reviewing  the  essential  facts  of  the  period 
of  discovery.  To  frame  courses  of  study  providing  for  this 
system  of  cumulative  reviews  in  all  subjects  has  been  the 
laborious  work  of  the  members  of  the  faculty  for  the  past 
ten  years. 

Records  of  Pupil's  Progress. 

Another  important  feature  of  the  Elementary  Department 
is  the  system  of  recording  the  daily,  monthly,  and  term 
progress  of  pupils  individually.  These  records  are  based 
upon  the  written  work  in  each  subject,  but  as  the  written 
work  covers  nearly  half  of  the  pupil's  work  and  includes  most 
of  the  reviews,  it  is  a  very  safe  basis  for  determining  the. 
progress  of  pupils.  These  records  are  primarily  kept  by  the 
supervisor  as  tests  by  which  to  discover  the  effectiveness  of 
methods  employed,  and  by  which  changes  may  be  suggested. 

—  12  — 


Any  falling  off  from  the  normal  progress  in  any  class  is 
thereby  promptly  noted  and  means  are  instantly  taken  to 
repair  the  difficulty  or  error,  or  whatever  it  may  be.  The 
system  of  recording,  differs  somewhat  in  each  subject,  but  in 
the  chapter  upon  The  Course  of  Study  will  be  found  the 
differences  of  method. 

The  Library. 

The  Normal  School  library  now  contains  about  15,000 
volumes,  almost  exclusively  books  for  children.  Primarily, 
the  library  is  used  to  supplement  the  study  of  geography, 
history,  reading,  and  literature.  While  pupils  are  studying 
any  topic  in  these  subjects  reading  material  bearing  upon 
these  topics  is  assigned  to  the  pupils  for  home  reading.  The 
supply  of  books  of  this  character  is  probably  larger  than  that 
of  any  school  in  the  United  States.  For  pleasure  reading  of 
children's  literature  books  are  distributed  by  the  teachers  upon 
certain  days  of  each  week.  For  each  class  of  pupils  books 
are  selected  suitable  to  their  interests  and  reading  ability. 
Records  are  kept  of  the  children's  reading  and  their  interests 
are  carefully  noted. 

Training  in  American  Social  and  Civic  Ideals. 

There  has  just  been  started  in  the  school  the  beginning 
of  an  important  organization  among  pupils  which  has  for  its 
ultimate  goal  the  careful  training  of  the  boys  and  girls,  in 
fairness  of  play,  in  manliness  and  womanliness  in  social  life, 
and  in  ideals  and  habits  of  good  citizenship.  We  are  organiz- 
ing the  children  into  a  guild  of  several  progressive  orders, 
but  which,  of  course,  is  not  a  secret  society.  Each  wiil  deal 
with  the  phases  of  play,  of  social,  soldier,  and  civic  life. 
Already  the  order  of  "fair  play"  has  been  started  among  the 
boys.  We  are  having  the  children  furnish  us  with  a  code  of 
conduct  in  their  plays  which  they  would  like  all  their  play- 
mates and  themselves  to  maintain  in  order  that  each  may  get 
his  rights  and  that  the  plays  shall  be  fair.  By  discussions  this 
standard  will  be  gradually  raised.  Similarly  as  the  other 
orders  are  instituted,  a  code  will  be  formulated  for  each  rep- 
resenting the  social,  military,  and  civic  ideals  of  the  nation, 
and   which   the   pupils   will   learn   by    free    discussion   among 

—  33  — 


themselves,  by  illustrative  lessons  from  history  in  school,  and 
by  beautiful  ritualistic  and  musical  ceremonies  which  we  hope 
will  be  gradually  instituted  and  carried  out  in  connection  with 
their  school  life. 

A  Half-day  Class  for  Beginners. 

At  the  opening  of  the  school  in  August,  1910,  a  class  for 
beginners  will  probably  be  formed,  which  will  be  in  session 
only  from  9  to  12,  leaving  the  entire  afternoon  free.  This 
feature  will  be  introduced  for  the  accommodation  of  pupils 
whose  parents  doubt,  and  perhaps  justly,  the  advisability  of 
keeping  young  children  in  school  all  day.  The  change  from 
the  freedom  of  home  life  to  school  is  at  best  a  serious  change. 
For  pupils  who  live  at  such  a  distance  that  they  must  hurry 
to  and  from  lunch,  or  who  take  a  cold  lunch  at  school,  the 
innovation  of  the  half-day  system,  at  least  for  the  first  six 
months,  probably  will  prove  a  desirable  plan.  Those  parents 
who  desire  to  enroll  pupils  in  this  class  should  make  applica- 
tion in  advance. 

Minimum  and  Supplementary  Courses. 

With  the  next  school  year  an  important  change  will  probably 
be  introduced  in  the  system  of  the  course  of  study.  In  each 
subject  there  will  gradually  be  formulated  a  short  minimum 
course,  embodying  the  essentials  of  this  subject,  and  there 
will  also  be  drawn  up  one  or  more  supplementary  courses 
representing  special  or  advanced  knowledge  of  the  subject, 
but  perhaps  not  necessary  to  all  pupils.  The  minimum  courses 
will  be  required  of  all  pupils,  but  as  each  of  these  is  com- 
pleted the  supplementary  courses  will  be  given  to  certain 
pupils  and  withheld  from  others,  according  to  special  tastes, 
interests,  or  needs.  Parents  will,  of  course,  be  consulted  in 
this  matter,  and  when  the  system  is  in  operation,  they  will 
be  notified. 


14 


THL  COURSES  OF  STUDY. 


The  courses  of  study  under  which  the  department  is 
operated  cover  the  same  general  field  as  that  of  the  public 
schools,  but  in  treatment,  methods  of  study  and  instruction, 
time  and  basis  of  promotion  there  are  a  number  of  departures. 
The  course  of  study  in  each  subject  has  been  worked  out  in 
great  detail  by  the  different  members  of  the  Normal  School 
Faculty  from  the  daily  experience  in  the  classes  and  the  labor 
expended  in  completing  and  perfecting  these  courses  has 
covered  a  number  of  years.  Most  of  these  courses  have  now 
been  printed  as  separate  volumes  in  the  form  of  school  bulle- 
tins for  use  by  teachers  in  the  public  schools  of  the  State  as 
well  as  in  the  normal  school.  They  are  sold,  practically  at 
cost  of  printing,  in  large  lots  to  various  cities  or  counties 
which  have  regularly  adopted  them,  or  to  individual  teachers 
who  use  them  supplementary  to  other  courses.  Their  wide 
use  is  shown  by  the  fact  that  during  the  past  three  years  over 
37,000  copies  of  these  various  courses  have  been  printed. 
These  courses  give  very  specific  directions  to  teachers  in  the 
subject-matter  to  be  used,  references  for  information,  method 
of  instruction,  etc. 

Drill  Instruction  and  Studies  of  Broadening  Intelligence.        j 

There  must  be  recognized  in  education  two  very  distinct 
types  of  instruction,  each  legitimate  within  its  own  limits,  but 
neither  can  be  substituted  for  the  other.  One  is  perhaps  best 
characterized  by  the  term  "drill,"  since  the  essential  principle 
of  instruction  is  to  establish  certain  habits  and  memories  by 
repetition,  at  intervals,  over  a  long  period  of  time.  Such 
types  of  instruction  are  those  in  the  subjects  of  writing, 
spelling,  language  forms,  punctuation,  capitalization  and  sen- 
tence structure  of  .all  written  material ;  in  the  acquirement  of 
accuracy  in  the  manipulation  of  arithmetic,  the  early  steps,  in 
learning  to  read,  map  geography;  in  the  learning  of  ^the 
essential  facts  of  history,  geography,  elementary  science, ,  and 
even  of  literature,  the  framework  of  drawing,  noteworJ^:-  in 
music,  etc.  The  methods  of  carrying  on  these  drills  by  various 
devices  of  technique  in  teaching  are  made  as  interesting  (and 

—  15  — 


pleasurable  "to  the  pupils  as  the  other  type  of  instruction  to 
be  described. 

This  other  type  of  instruction  has  to  do  with  broadening 
the  pupil's  intelligence  in  the  various  fields  of  geography,  in 
the  current  affairs  of  intellectual  life,  history,  civics,  literature, 
art,  hygiene  and  sanitation,  music,  applications  of  arithmetic, 
etc.  In  these  phases  of  instruction  success  is  reached  chiefly 
by  stimulating  the  pupil's  interest  in  these  broad  fields  of 
knowledge  by  library  readings  of  interesting  books,  dramatic 
and  illustrated  talks  by  the  teacher,  animated  class  discussions 
by  the  pupils,  etc. 

These  two  types  of  instruction  have  too  often,  in  schools, 
been  pitted  in  theory  one  against  the  other  as  though  they 
were  opposed,  that  one  could  be  made  incidental  and  second- 
ary to  the  other,  or  even  that  one  could  bt  substituted  for  the 
other.  In  consequence,  some  school  systems  make  all  the 
work  a  memory  drill  and  others  attempt  to  obtain  the  results 
of  drill  without  the  drills  themselves.  No  greater  mistake  can 
be  made.  For  each  kind  of  material  o"f  study  one  of  these 
methods  of  instruction  is  necessary,  and  it  is  the  chief  feature 
of  our  courses  that  we  have  specifically  assigned  to  each  class 
of  educational  material  its  proper  method  of  instructioii. 

The  following  is  a  brief  statement  of  the  scope  and  method 
of  instruction  in  each  of  the  various  courses  of  study : 

Composition. 

The  elementary  schools  should  train  pupils  to  spell,  punctu- 
ate, and  capitalize  properly  what  they  write.  Schools,  as  a 
rule,  put  so  much  attention  upon  the  ideas  expressed  that 
the  form  is  seriously  neglected.  The  composition  class  is  not 
the  place  to  develop  what  to  express,  as  this  matter  is  one 
of  knowledge.  The  Normal  Elementary  School,  therefore, 
bends  its  energies  upon  training  for  habits  of  correct  written 
expression.  Little  or  no  attention  is  given  to  memorizing 
definitions  or  rules,  for  these  do  not  teach  habits.  Composition 
work  begins  in  the  third  grade  with  copying  correct  sentences 
and  writing  from  dictation.  No  words  are  given  in  spelling 
which  the  classes  have  not  previously  learned,  and  no  forms 
of  language  are   permitted   with   which   the  pupils   have   not 

—  16  — 


already  been  made  familiar  by  previous  language  les-sons.  This 
rule  is  carried  forward  in  all  higher  grades.  Throughout  the 
third  and  fourth  grades  the  classes  are  carried  by  easy  stages 
into  reproduction  of  stories  told  them,  and  in  the  grammar 
grades  the  material  is  largely  provided  by  the  studies  in 
geography,  literature,  and  history.  All  written  work  in  these 
subjects  is  closely  supervised  and  required  to  be  as  carefully 
done  as  in  the  regular  composition  classes. 

The  various  difficulties  of  composition  are  progressively 
graded  and  each  type  of  difficulty  is  first  covered  by  the  more 
formal  drills  in  language  before  stress  is  laid  upon  them  in 
the  composition  classes. 

The  special  and  unique  feature  of  the  instruction  in  com- 
position forms  is  the  system  of  correcting  errors.  In  one 
lesson  the  classes  write  the  composition ;  the  teachers  then  go 
over  these  compositions,  and  in  the  margin  before  each  line 
in  which  errors  occur,  write  the  figure  that  indicates  the 
number  of  errors  in  that  line ;  but  the  errors  themselves  are 
not  marked  nor  indicated.  At  the  next  lesson  the  papers  are 
returned  to  the  writers  for  correction.  They  know  the  lines 
in  which  errors  occur  and  the  number  of  them,  but  they 
must  discover  the  errors  and  correct  the  line.  No  errors  are 
counted  by  the  teacher  except  those  of  types  in  which  the 
pupils  have  already  been  drilled.  The  finding  of  the  errors 
by  the  pupils  resolves  itself  into  a  game  which  never  loses 
interest.  When  a  pupil  has  discovered  his  errors  and  cor- 
rected them,  he  counts  the  number  of  lines  in  the  composition 
and  the  errors  made,  and  also  divides  the  number  of  errors 
by  the  number  of  lines  to  obtain  his  ratio,  thus : 
L  (lines)— 60. 
E  (errors) — 10. 
R  (ratio) — 10  divided  by  60,  or  6  lines  to  1  error. 

This  means  that  the  pupil  wrote  60  lines,  made  10  errors, 
and  his  ratio  is  1  error  in  6  lines.  The  papers  are  again 
returned  to  the  teacher,  who  verifies  the  result,  and  are  given 
to  the  faculty  supervisor,  who  enters  the  record  of  the  pupil. 
Each  grade  and  section  of  a  grade  has  its  standard  ratio ;  if 
a  pupil's  ratio  is  distinctly  above  this  class  ratio,  his  mark 
is  excellent ;  if  below,  poor.     In  the  highest  grades  the  pupils 


themselves  first  go  over  the  papers  of  one  another  finding 
the  number  of  errors  and  entering  this  number  in  the  line 
margin ;  the  teacher,  however,  verifies  and  corrects  these 
markings  when  necessary. 

Promotions  are  made  strictly  upon  the  term  records  of  these 
ratios.  The  twenty-one  pupils  having  the  highest  ratios  for 
a  term  are  made  the  highest  class  in  the  school,  the  next 
twenty-one  become  the  next  highest  class,  and  so  on.  Con- 
sequently, promotion  in  composition  is  made  to  depend 
mathematically  upon  daily  care  and  attention  to  the  usages 
of  correct  language.  The  term  averages  show  the  entire 
number  of  lines  written  by  the  pupil  during  the  term,  the 
number  of  errors  made,  the  ratio  of  lines  to  error,  the 
number  in  the  class,  the  rank  of  each  pupil,  and  each  month 
representative  compositions  of  each  pupil  are  placed  on  file 
by  the  supervisor  and  are  permanently  kept  as  a  ground  of 
comparison  to  show  progress  when  pupils  have  finished  the 
course  of  standard  rules  of  composition.  Those  showing 
significant  literary  ability  are  placed  in  special  classes  for 
courses  encouraging  originality. 

Spelling. 

The  course  in  spelling  has  been  greatly  simplified  by  Miss 
McFadden,  the  supervisor,  by  elimination  from  the  State 
Series  Speller  of  those  words  not  currently  used,  and,  further, 
by  the  introduction  of  a  preliminary  special  list  of  words  for 
the  lower  grades  taken  from  the  daily  composition  work  of 
the  pupils.  This  list  has  been  made  of  the  words  which  over 
a  long  period  of  years  pupils  tend  to  misspell  in  their  com- 
position. The  entire  spelling  course  has  been  constructed 
upon  the  principle  of  cumulative  reviews,  so  that  words  once 
introduced  recur  regularly  at  intervals  throughout  several 
years.  Each  teacher  corrects  the  papers  of  her  class  daily.  At 
the  end  of  the  week  the  class  record  shows :  (1)  the  number  of 
words  given;  (2)  the  number  of  errors  made  by  each  pupil; 
(3)  the  total  number  of  errors  by  the  entire  class;  (4)  the 
percentage  of  error  of  each  pupil;  (5)  the  percentage  of 
error  of  the  entire,  class ;  (6)  the  rank  of  each  pupil  in  the 
class.  At  intervals  of  five  or  six  weeks  reports  of  each  pupil 
are  sent  home  to  parents. 

—  18  — 


Language. 

Records  are  kept  as  in  spelling  of  all  sentences  given  in  each 
daily  lesson  from  which  are  similarly  compiled  at  the  end 
of  each  week  the  number  and  percentage  of  errors  of  pupils 
and  class,  and  the  rank  of  each  pupil. 

Grammar. 

The  system  is  identical  with  that  of  language. 

Arithmetic. 

All  advance  work  is  taken  up  in  an  oral  period  correspond- 
ing to  the  usual  recitation  period.  The  presentation  and 
explanation  of  each  topic  is  followed  by  blackboard  work, 
which  is  continued  until  in  the  judgment  of  the  supervisor  the 
pupils  have  attained  a  fair  degree  of  proficiency  in  the  topic. 
Written  seat  work  is  then  prescribed  upon  the  topic,  together 
with  a  review  each  week  of  all  of  the  work  that  has  been 
covered  by  the  class.  By  this  system  of  instruction  the  fruit- 
less attempt  of  pupils  to  do  work  at  their  seats,  which  they 
have  not  been  properly  prepared  to  undertake  independently, 
is  avoided.  The  written  seat  work  serves  not  only  to  review 
work  that  has  been  taken  up,  but  it  provides  for  increased 
skill   through   frequent   repetition. 

All  written  work  is  corrected  daily  by  the  teacher,  and  the 
number  of  errors  and  the  percentage  of  errors  of  the  class 
and  of  each  pupil  are  reported  to  the  class  at  the  beginning 
of  the  next  day's  work.  These  reports  are  tabulated  weekly 
by  the  supervisor,  and  half-term  summaries  are  computed, 
filed,  and  reported  to  the  parent.  Each  pupil  is  encouraged 
to  make  as  rapid  progress  as  possible,  but  thoroughness  is 
insisted  upon  at  every  step.  The  system  of  grouping  pupils 
according  to  their  progress  is  flexible;  and  no  pupil  is  com- 
pelled to  mark  time  while  waiting  for  others  who  are  slower. 

The  half-term  reports  to  the  parent  show  the  number  of 
examples  worked  during  the  half-term,  the  number  of  these 
examples  that  were  worked  correctly,  the  number  of  pupils 
in  the  class  or  group,  and  the  rank  of  the  pupil.  This  last 
item  is  found  by  averaging  the  rank  of  each  pupil  based  upon 
(a)  the  percentage  of  correct  written  work;  (b)  the  amount 
of  correct  written  work;  and  (c)  the  teacher's  judgment  of 

—  19  — 


the  ability  of  the  pupil  to  grasp  advance  work.  The  first  of 
these  places  a  premium  upon  correctness ;  the  second  upon 
the  quantity  of  correct  work;  and  the  third  recognizes  the 
general  ability  of  the  pupil. 

The  arithmetic  course  of  study  is  laid  out  in  a  series  of 
progressive  topics.  When  an  individual  pupil  has  completed 
any  one  of  these  topics  he  is  reported  by  his  teacher  to  the 
supervisor  as  ready  for  the  next  topic.  The  supervisor  there- 
upon examines  the  pupil,  and  if  the  test  is  satisfactory,  he  is 
permitted  to  proceed.  Thus  thoroughness  is  insured  at  every 
stage  of  the  progress.  Promotions  in  the  primary  classes  are 
made  by  grades,  but  each  pupil  upon  promotion  continues  his 
progress  from  the  topic  attained  to  before  the  promotion  was 
made.  In  the  grammar  grades  the  promotion  is  made  when- 
ever the  pupil  passes  from  one  topic  to  the  next.  Thus  many 
pupils  are  able  to  complete  more  than  a  year's  work  in  a 
year's  time,  and  practically  all  pupils  are  able  to  complete  the 
entire  work  of  the  grammar  grades  in  the  years  allotted  to 
this  work.  Those  who  complete  the  course  before  the  period 
of  graduation  has  been  reached  are  assigned  advance  work 
not  required  in  a  minimum  course  which  all  must  complete. 
This  plan  of  promotion  has  been  found  by  experience  to 
benefit  the  pupils  (a)  by  permitting  the  more  capable  to  com- 
plete the  work  in  less  time  than  is  indicated  by  the  number 
of  years  in  the  elementary  grades,  and  this  without  the  diffi- 
culties commonly  experienced  by  both  teacher  and  pupil  when 
the  plan  of  skipping  a  grade  is  followed;  and  (b)  by  making 
possible  the  completion  of  the  elementary  school  in  the  pre- 
scribed number  of  years  by  those  who  have  been  obliged  to 
be  out  of  school  part  of  a  term  or  longer,  and  by  those  whose 
general  development  during  this  period  of  growth  is  not 
uniform.  In  the  great  majority  of  cases,  the  required  mini- 
mum course  is  completed  before  the  end  of  the  low  eighth 
grade,  thus  leaving  a  margin  of  one  half-year  in  the  subject. 

In  January,  1910,  Bulletin  No.  11  was  issued,  offering  a 
revised  course  of  study  in  formal  arithmetic.  A  complete 
series  of  exercises  which  are  built  upon  the  system  of  con- 
structive and  cumulative  reviews  is  included.  These  examples 
are  reprinted  in  a  series  of  four  books,  and  each  pupil  of  the 

—  20  — 


school  is  supplied  with  the  one  he  needs.  He  works  as 
slowly  or  as  rapidly  as  his  abilities  permit.  Problem  work  is 
selected  from  text-books  supplied  to  the  pupils.  No  time  is 
consumed  upon  formal  work  that  is  not  practical,  and  all 
obsolete  and  unduly  complex  problems  are  omitted  and  prac- 
tical applications  are  substituted.  To  this  omission,  as  well 
as  to  the  plan  of  individual  promotion,  must  be  attributed  the 
fact  that  practically  all  of  the  pupils  are  able  to  make  satis- 
factory progress  in  a  subject  that  is  often  responsible  for 
pupils  failing  of  promotion  from  grade  to  grade. 

Geography. 

The  work  in  geography  is  divided  into  two  parallel  courses. 
One  of  these  subdivisions  is  called  map  geography;  the  other 
is  descriptive  geography.  Each  has  a  different  educational 
purpose,  a  different  content,  and  a  different  method  of  instruc- 
tion. Both  unite  to  yield  that  knowledge  of  the  world  and 
its  interests  which  a  good  common  education  demands. 

The  course  in  map  geography  consists  of  the  following 
steps :  First,  the  meaning  of  maps  and  of  map  symbols  is 
taught.  Second,  the  correct  pronunciation  'of  geographical 
names  is  secured.  Third,  the  location  of  each  important  map 
feature  is  learned  and  then  drilled  upon.  Fourth,  the  knowl- 
edge of  such  locations  is  tested.  Fifth,  a  series  of  reviews 
makes  fast  the  knowledge  gained  in  the  course.  The  knowl- 
edge of  maps  given  in  this  course  consists  of  a  number  of 
mental  map  pictures.  These  mental  map  pictures  are  the 
result,  in  the  main,  of  a  very  considerable  amount  of  drill  in 
locating  the  features  taught  upon  outline  maps.  Two  periods 
per  week  for  two  years  are  devoted  to  this  phase  of  geog- 
raphy. The  map  work  begins  in  the  third  grade,  but  when 
children  enter  the  school  in  later  grades  they  always  begin  at 
the  beginning  of  the  course  and  pass  through  it  as  quickly  as 
their  abilities  and  needs  warrant.  Detailed  records  are  kept 
of  the  tests  of  each  pupil.  Upon  the  facts  shown  in  these 
records  the  advancement  and  classification  of  pupils  in  this 
branch  depend. 

The  descriptive  geography  begins  in  the  fourth  grade.  In 
that   year   the   children   take   a    sight-seeing   trip    around   the 

—  21  — 


whole  world,  during  which  they  meet  with  many  of  the  more 
spectacular  and  novel  and  interesting  aspects  of  nature  and 
affairs  of  men.  The  content  is  largely  presented  to  the  class 
by  the  teacher  although  supplementary  reading  is  used  for 
seat  work  to  help  out. 

In  the  fifth  and  sixth  grades  a  second  trip  around  the  world 
is  taken,  this  time  in  more  detail.  The  topics  of  the  course 
in  these  years  are  based  upon  the  State  Series  Introductory 
Text.  The  tourist  interest  is  predominant  here.  Manners 
and  customs,  travel  adventure,  wonders  of  nature,  picturesque 
and  striking  points  of  interest  are  exploited. 

In  the  seventh  and  eighth  years  a  third  view  of  the  earth  is 
provided  in  the  form  of  topics  based  upon  but  somewhat 
expanding  the  State  Series  Advanced  Text.  In  this  a  more 
thoughtful  and  mature  interest  is  encouraged.  The  story  of 
the  earth's  beginnings  is  told  and  the  general  development  of 
plant  and  animal  life  upon  it,  as  well  as  the  general  nature  of 
the  more  marked  and  notable  physical  changes,  is  explained. 
The  elements  of  solar  and  stellar  geography  are  also  pre- 
sented. Throughout  this  course  the  economic,  political,  and 
physical  sides  of  the  various  countries  and  areas  are  empha- 
sized. Special  emphasis  is  put  on  the  geography  of  California. 
The  natural  beauties  of  our  State,  the  many  opportunities  for 
enterprise  which  it  affords,  and  the  problems  of  caring  for  its 
forests,  streams,  water-ways,  swamp  lands  and  mineral  wealth 
are  taken  up  in  such  detail  as  the  subjects  warrant  and  the 
capabilities  of  the  children  justify. 

Throughout  the  whole  of  the  work  in  descriptive  geography, 
from  the  fourth  grade  through  the  eighth,  runs  a  cumulative 
review  to  preserve  the  knowledge  values  which  would  other- 
wise be  lost.  This  review  consists  of  several  hundred  ques- 
tions. A  number  of  them  on  past  work  are  asked  of  each 
pupil  not  less  than  three  times  per  week.  Thus,  every  four 
or  five  months  at  the  most,  each  child  reviews  all  the  essentials 
in  all  of  his  past  work  in  geography.  The  cumulative  review 
quiz  is  given  in  the  form  of  seat  work.  The  questions  each 
day  are  put  on  the  blackboard,  and  the  pupils  write  their 
answers  in  a  notebook  regularly  kept  for  that  purpose.  Note- 
books are  carefully  examined.     If  deficiency  is  found  in  any 

—  22  — 


child's  knowledge  of  his  past  work,  whatever  review  he  needs 
is  given  to  him  forthwith.  If  mistakes  in  spelling,  punctuation, 
composition,  or  general  presentability  are  discovered  they  are 
also  marked.  From  time  to  time  correction  of  errors  by  the 
children  is  required.  At  such  times  the  pupils  repair  all 
mistakes  made  in  the  form  of  their  answers. 

The  work  in  descriptive  geography  does  not  aim  to  give 
merely  a  perfunctory  knowledge  of  geographical  data.  It 
aims  to  furnish  a  fairly  complete  and  wholly  intelligent  grasp 
of  the  main  aspects  of  the  world  viewed  from  the  standpoint 
of  an  enlightened  general  intelligence.  The  topics  are  not 
mere  stringy  text  accounts  set  before  the  children  for  them 
to  master  or  memorize.  Instead,  each  topic  is  first  discussed, 
explained,  and  threshed  out  in  the  classroom.  Specimens  and 
models,  pictures  and  chalk  sketches,  stories  and  narratives  are 
all  used  to  give  color  and  reality  to  the  work. 

Classification  and  promotion  of  pupils  in  this  work  is  based 
upon  the  quality  of  response  made  by  them  during  class  dis- 
cussions and  on  the  permanence  of  their  knowledge  as  shown 
in  the  ever  recurring  tests  of  the  cumulative  review. 

History  and  Civics. 

The  course  in  history  begins  in  the  fifth  grade  and  extends 
through  the  eighth  grade.  Three  recitations  per  week  are 
provided  in  the  subject. 

The  method  of  conducting  the  work  differs  widely  from  the 
usual  method  of  assigning  a  text-book  lesson  for  study  to  be 
followed  by  a  recitation.  Each  historical  topic  is  subdivided 
into  several  sub-topics,  one  of  which  is  selected  for  each  day's 
consideration.  The  teacher  presents  these  topics  in  the  form 
of  a  story  or  talk  to  the  class  in  vivid  description,  full  of 
incidents  and  detail,  thus  giving  reality  to  what  is  often  only 
a  condensed  and  meaningless  summary  in  a  text-book.  Use 
is  made  of  pictures,  blackboard  sketches  and  maps  to  aid  in 
giving  vividness  and  life  to  the  incidents  that  are  discussed 
and  in  fixing  the  geographical  settings  of  each.  The  pres- 
entation of  the  topic  is  accompanied  by  class  discussion,  in 
which  the  pupils  contribute  from  their  own  store  of  informa- 
tion, respond  to  questions  interposed  by  the  teacher  during 
the  talk,  make  comparisons  and  establish  associations  with 
—  23  — 


incidents  studied  earlier  in  the  work,  etc.  The  salient  features 
of  each  topic  are  summarized  by  the  class,  and  these  are 
reviewed  in  subsequent  recitations. 

Following  the  presentation  and  discussion  of  each  topic  the 
pupils  are  assigned  home  readings  upon  the  topic.  These 
readings  are  usually  from  supplementary  books,  and  not  from 
text-books,  since  the  scant  treatment  of  each  topic  in  a  text- 
book makes  these  books  of  little  value  except  as  convenient 
summaries.  Home  readings  of  the  character  described  are 
prescribed  twice  each  week.  These  readings  are  reported 
upon  by  the  pupils  on  the  following  day. 

The  mass  of  information  in  the  subject  is  so  great  that  it 
is  neither  possible  nor  necessary  that  it  all  be  retained  by  the 
pupils.  Special  emphasis  is  placed  upon  the  more  significant 
events,  and  in  order  that  these  may  be  retained  they  are 
reviewed  at  intervals  until  the  end  of  the  course.  This  review 
is  often  in  the  form  of  written  seat  work,  in  which  the  pupils 
answer  in  brief  form  about  twenty  review  questions  each  day. 
The  method  of  presenting  the  work  in  each  topic  insures  the 
best  cultural  acquaintance  and  avoids  entirely  the  mere  mem- 
orizing of  book  statements ;  and  the  method  of  reviews  insures 
the  retention  of  the  most  important  facts.  Very  little  attention 
is  given  in  this  course  to  details  of  wars  or  to  intricate  ques- 
tions of  government  in  the  colonial  or  national  period,  or  to 
dates.  Especial  emphasis  is  placed  upon  those  features  and 
issues  which  have  continued  into  our  own  time.  More  atten- 
tion is  given  to  the  history  of  the  last  fifty  years,  and  to  the 
history  of  the  west,  particularly  of  California,  than  the  out- 
lines of  text-books  would  indicate.  This  furnishes  an  under- 
standing of  conditions  as  they  exist  to-day,  and  gives  an 
intelligent  acquaintance  with  the  origin  of  most  of  the  issues 
that  confront  us  at  present. 

The  class  work  in  the  high  eighth  grade  is  chiefly  the  study 
and  discussion  of  those  problems  in  civics  that  are  engaging 
the  attention  of  intelligent  citizens  generally.  No  use  is  made 
of  a  text-book  by  the  class.  All  of  the  topics  are  presented 
by  the  teachers  and  discussed  by  the  class.  The  pupils  are 
encouraged  to  follow  the  discussion  of  topics  of  civic  interest 
in  the  newspapers  and  periodicals. 

—  24  — 


Literature. 

Regular  class  work  in  literature  is  given  from  the  fifth  to 
the  eighth  grade,  inclusive.  The  course  consists  of  a  large 
number  of  selections  chosen  from  the  best  known  literatures. 
The  purpose  of  the  work  is  threefold : 

(1)  To  give  to  each  pupil  reasonable  familiarity  with  the 
literature  that  has  become  standard  among  people  of  good 
general  information  and  culture. 

(2)  To  give  the  pupils  those  mental  and  emotional  attitudes 
which  such  literature  has  commonly  aroused  in  the  generality 
of  educated  people. 

(3)  To  stimulate  and  direct  a  taste  for  good  books. 

The  work  itself  falls  into  three  general  divisions,  each 
serving  in  the  main  one  of  the  above  purposes.  In  the  first 
place,  each  story  or  poem  in  the  course  is  presented  to  the 
children  in  such  a  way  as  to  appeal  to  them.  Every  effort  is 
made  to  give  them  its  full  meaning.  As  a  result  each  child, 
according  to  his  abilities,  secures  from  every  selection  all  the 
values  which  it  may  be  made  to  yield  to  him.  The  teacher  is 
reader,  interpreter  and  story-teller  in  this  work.  The  pupils 
follow  the  presentation,  sometimes  with  open  texts  in  hand, 
but  always  with  response  and  activity  stimulated  by  questions 
thrown  out  by  the  teacher.  Each  pupil  is  stimulated  to  feel 
and  to  express  as  full  an  understanding  and  appreciation  of 
the  matter  of  the  lesson  as  he  is  capable  of  developing. 

Children,  like  adults,  forget  a  great  portion  of  what  they 
learn.  If  left  to  themselves  they  are  apt  to  forget  speedily  a 
large  portion  of  the  facts  brought  out  in  the  literature  lesson. 
Some  of  these  facts  are  of  passing  value  and  may  well  be 
forgotten ;  others  are  of  permanent  worth  and  should  be 
permanently  remembered.  The  method  of  the  cumulative 
review,  the  second  phase  of  the  work,  is  used  in  this  connec- 
tion to  insure  the  permanence  of  knowledge  of  staple  literary 
facts. 

This  cumulative  review  is  held  orally  at  the  beginning  of 
each  literature  lesson.  It  consists,  in  whole,  of  a  series  of 
several  hundred  questions  selected  so  as  to  require  for  their 
answering  a  knowledge  of  the  essentials  of  the  whole  course. 
A  definite  progressive  portion  of  this  review  is  given  each  da}'. 

—  25  — 


Thus,  by  regular  system,  the  essential  knowledge  of  all  the 
past  work  in  literature  is  recalled  at  least  four  times  each 
year.  Close  records  are  kept  of  the  portion  of  the  past  work 
thus  reviewed,  the  number  of  questions  asked  of  each  child, 
the  number  answered  by  each  and  the  number  missed.  If 
at  any  time  a  class  or  a  child  is  found  to  lack  the  necessary 
knowledge  of  the  past  work,  the  deficiency  is  repaired  by 
special  and  more  detailed  class  or  individual  review.  The 
cumulative  review  thus  manages  to  preserve  for  future  use 
the  most  useful  portions  of  the  literary  knowledge  which  the 
course  contains. 

Besides  the  presentation  of  the  regular  selections  of  the 
literature  course,  the  work '  in  literature  undertakes  another 
and  even  more  important  result.  This  is  the  third  phase  of 
the  work :  the  stimulation  of  good  reading  habits.  As  a  basis 
for  pleasure  reading  by  the  pupils  a  large  and  varied  supply 
of  suitable  material  is  at  hand  on  the  school  library  shelves. 
Once  a  week,  on  Fridays,  a  literature  lesson  period  is  spent 
in  displaying  and  discussing  interesting  standard  literature  in 
such  a  way  as  to  tempt  the  pupils  to  wish  to  read  it.  The 
average  of  one  book  for  pleasure  reading  every  two  weeks  is 
maintained,  but  no  child  is  compelled  to  take  a  book.  A 
friendship  for  good  books  which  this  work  is  designed  to 
encourage  is  considered  to  be  the  chief  end  of  the  work  in 
literature.  In  all  but  a  small  per  cent  of  cases  it  is  opening 
for  the  pupils  a  well  traveled  highway  into  lifelong  pleasure 
and  profit. 

Health  and  Sanitation. 

Instruction  in  health  and  sanitation  is  given  throughout  the 
four  years  of  the  grammar  grades.  This  course  differs  much 
from  that  usually  embraced  in  text-books  in  physiology.  Only 
those  elementary  facts  of  physiology  and  anatomy  are  included 
which  are  essential  to  the  intelligent  study  of  personal  and 
community  hygiene. 

The  course  aims  to  furnish  that  intelligence  which  is  neces- 
sary to  promote  health  and  to  safeguard  against  disease.  It 
seeks  to  acquaint  the  pupils  with  the  efforts  of  progressive 
communities  in  the  work  of  sanitation,  and  to  enlist  the  intel- 

—  26  — 


ligent  co-operation  of  the  pupils  in  these  civic  undertakings. 
Particular  emphasis  is  placed  upon  the  importance  of  fresh 
air  and  sunshine,  exercise,  proper  nutrition,  rest,  the  effects 
of  stimulants  and  narcotics,  and  the  sources  of  bacterial 
infection.  The  work  of  city  and  state  boards  of  health  and 
of  the  national  government  in  the  effort  for  pure  foods  and 
water  and  for  the  elimination  of  disease  is  discussed. 

No  attempt  is  made  to  teach  this  course  from  a  text-book. 
Each  teacher  is  required  to  be  familiar  with  the  most  valuable 
literature  upon  the  subject,  including-  recent  school  texts,  dis- 
cussions in  current  periodicals,  and  reports  of  city,  state,  and 
national  organizations.  Each  topic  is  presented  by  the  teacher 
and  is  then  discussed  by  the  class.  Salient  facts  are  memorized 
and  frequently  reviewed. 

Drawing. 

The  feature  of  the  drawing  system  is  that  its  goals  are 
confined  to  those  which  pupils  may  accomplish  with  some 
degree  of  finish,  and  that  the  work  is  pursued  by  a  mechanical 
and  progressive  method  which  does  not  depend  essentially 
upon  native  ability.  Any  pupil  who  makes  an  effort  can 
accomplish  good  results.  The  course  is  one  which  is  easily 
understood  and  mastered,  for  it  is  taught  at  first  in  a 
mechanical  way  by  some  very  simple  rules.  The  artistic 
appreciation  grows  unconsciously  from  the  mechanical  skill 
developed.  One  feature  is  the  observance  of  various  holiday 
seasons  as  special  impulses  for  the  making  of  the  various 
cards,  calendars  and  other  devices  peculiar  to  Christmas, 
Thanksgiving,  Valentine's  Day,  Easter,  etc. 

The  pupils  are  very  systematically  graded  each  term,  so  that 
those  of  equal  ability  are  in  classes  together.  The  twenty 
pupils  whose  work  ranks  highest  in  the  school  for  one  term 
are  for  the  succeeding  term  placed  in  a  class  by  themselves, 
and  the  entire  school  is  graded  downward  in  this  manner. 
The  daily  work  of  pupils  is  corrected  by  the  teacher  and 
stamped  as  "accepted"  or  "not  accepted,"  the  standard  being 
the  general  standard  of  the  class  to  which  he  belongs.  If 
not  accepted,  the  reasons  of  rejection  are  written  and  records 
are  entered  by  the  supervisor.    At  the  end  of  the  term  a  total 


is  compiled  for  each  pupil  and  each  class,  and  pupils  upon  the 
basis  of  these  daily  records  are  reclassified  for  a  new  term  of 
thirteen  weeks. 

Music. 

In  the  four  primary  grades  the  music  is  upon  the  rote  plan 
of  instruction.  The  teacher  first  sings  the  song  they  are  to 
learn,  or  portions  of  it,  and  the  pupils  learn  it  by  imitating 
her.  In  the  first  and  second  grades,  and  to  some  extent  in  the 
third  grade,  the  rote  method  is  combined  with  the  so-called 
"motion"  songs.  The  chief  purpose  in  the  primary  grades  is 
to  develop  a  love  and  pleasure  in  singing  and  in  music.  In 
the  grammar  grades  the  rote  method  is  continued  to  some 
extent,  but  the  chief  work  is  in  teaching  the  reading  of  music 
by  drills  in  note  work  and  in  note  singing.  Once  a  week  the 
entire  grammar  grades  are  assembled  for  chorus  work. 

The  one  great  aim  of  the  course  is  to  make  the  pupils 
familiar  with,  and  to  appreciate,  the  world's  famous  music. 
To  this  end  the  repertoire  of  the  school  contains  the  best  of 
patriotic  music,  famous  selections  of  the  operas  within  the 
pupil's  power,  and  some  selections  of  famous  sacred  music. 
In  music  the  pupils  are  not  separately  graded,  as  for  this  work 
special  grading  is  not  necessary  nor  desirable. 


—  28  — 


ADMI55ION  OF  PUPIL5. 


It  is  the  general  policy  of  the  department  to  admit  new 
pupils  only  to  the  primary  grades  (first,  second,  third,  and 
fourth).  The  chief  purpose  of  this  policy  is  to  prevent  new 
pupils,  not  as  thoroughly  prepared  by  the  systematic  steps  of 
progress  outlined,  to  occupy  teachers'  time  to  the  disadvantage 
of  the  pupils  trained  under  our  system.  It  is  the  desire  of 
the  faculty  to  have  as  pupils  in  the  grammar  grades  only  those 
who  have  received  a  thorough  groundwork  and  foundation 
in  the  fundamental  bases  of  their  education,  and  who,  there- 
fore, can  make  more  rapid  progress.  To  admit  new  pupils 
unfamiliar  with  the  ground  covered  by  the  other  pupils  and 
the  cumulative  reviews  in  each  subject,  with  serious  defects  in 
the  foundation,  takes  time  from  the  recitation  periods  and 
entire  classes  may  be  kept  back  thereby. 

However,  the  very  rapid  and  unexpected  growth  of  the 
Normal  Department  during  the  past  year  or  two  has  made 
necessary  a  more  rapid  increase  of  grammar  grade  classes 
than  the  promotion  of  pupils  from  the  primary  grade  permits. 
For  this  reason  we  have  been  compelled  to  modify  our  policy 
temporarily  by  taking  in  new  pupils  into  the  grammar  grades 
who  were  not  trained  in  our  primary  grades.  These  admis- 
sions have  been  restricted,  however,  to  the  fifth  and  sixth 
grades.  These  new  pupils  have  been  admitted  in  groups  and 
have  not  been  distributed  among  the  regular  classes.  They 
are  taught  in  classes  by  themselves  and  trained  in  the  systems 
of  the  school  for  six  months  or  a  year  until  they  may  be 
gradually  distributed  to  the  regular  classes  without  retardation 
of  the  pupils  who  have  come  up  through  our  primary  classes. 
It  is  also  the  best  course  of  treatment  for  the  new  pupils.  It 
will  probably  be  necessary  for  a  year  or  more  to  continue  the 
admission  of  pupils  to  the  fifth  and  sixth  grades  until  the 
number  of  classes  is  sufficient  to  meet  the  increase  of  students 
in  our  Normal  Department,  but  when  this  is  reached  pupils 
will  thereafter  be  admitted  only  to  the  four  primary  grades 
and  the  grammar  grades  will  be  made  up  exclusively  of  those 
wh'o  have  been  promoted  through  our  own  primary  grades. 

—  29  — 


Form  of  Application  for  Admission. 

The  following  form  of  application  blank  may  be  obtained 
at  the  school,  and  after  it  is  filed  it  will  be  given  careful 
consideration : 

APPLICATION    FOR   ADMISSION. 

1 .  Name  of  pupil   

2.  Age    

3.  School  previously  attended   

4.  Grade   to   which   last   promoted    

5.  Name  of  father  or  guardian    

6.  Occupation  of  father  or  guardian 

7.  Is  father  living    

8.  Is  mother  living    

9.  With  whom  does  pupil  reside    

10.  Has  the  pupil  any  special  abilities  or   fondness  for  mechanical  con- 

trivances,  music,   drawing,   etc 

11.  Is  the  pupil  fond  of  reading   

12.  Is  the  pupil  fond  of  sports,  athletics  or  games   

13.  In   what   school   subjects   has   the   pupil    shown   marked   ability 

14.  In    what    school    subjects    has    the    pupil    heretofore    shown    marked 

weakness    

15.  Is  the  pupil  likely  to  be  tardy 

16.  Is  the  pupil  likely  to  be  absent  except  in  case  of  sickness 

17.  Are  you  likely  to  ask  for  any  special  privileges  for  the  pupil,   such 

as  to  be  excused  before  the  regular  hours  of  dismissal,  to  remain 
in  the  classroom  during  recesses,  etc. 

18.  Is  there   any   reason,   when   occasion   may   require  it,   that  the   pupil 

may  not  be  detained  after  school  for  half  an  hour 

19.  Has   the   pupil    any   outside    duties,    such   as   music   lessons,    dancing 

lessons,  paper  deliveries,  w  hich  will  be  permitted  to   conflict  with 
school    duties    

20.  Does   the   pupil   play  upon  the   streets   with   children   whom   you   do 

not  personally  know 

21.  (For  boys  only.)      Does  he  smoke  cigarettes 

22.  (For  boys  only.)      Does  he  use  bad  language 

23.  Will    the    fees    be    paid    promptly    in    advance,    requiring    no    extra 


bookkeeping 


( Signed)    

Parent  or   Guardian. 


—  30  — 


Selection  of  Pupils  to  be  Admitted. 

The  general  purposes  of  the  school  require  pupils  of  the 
normal  type.  Under  the  system  of  administration  and  uses 
to  which  the  Elementary  Department  is  put  it  is  impossible 
to  admit  pupils  with  any  physical,  moral,  or  mental  disabili- 
ties requiring  special  treatment  or  special  privileges — pupils 
of  exceptional  difficulty  in  disciplinary  control,  pupils  who  are 
carelessly  tardy  or  absent ;  pupils  whose  parents  want  them 
frequently  excused  at  any  but  the  regular  hours  of  dismissal, 
or  who  have  outside  appointments,  such  as  music,  dancing, 
or  dentistry.  Our  system  has  no  provision  for  handling  such 
cases,  and  they  are  a  source  of  bad  precedents  and  examples 
which  we  can  not  permit.  ,We  will  not  knowingly  admit  such 
exceptional  pupils,  and  if  their  admission  is  inadvertently 
made  parents  will  learn  later  by  experience  that  the  school 
is  not  suited  for  the  needs  of  such  pupils,  and  that  they  will 
do  better  in  the  regular  public  school  system.  Nor  will  pupils 
be  permitted  in  the  school  addicted  to  bad  or  rough  language 
or  unfair  play  upon  the  school  grounds.  The  playgrounds  are 
closely  supervised  by  teachers,  but  pupils  who  need  supervision 
in  these  matters  will  not  be  retained  in  the  school. 

Fees. 

The  law  in  establishing  normal  schools  for  the  training  of 
teachers  did  not  contemplate  originally  the  full  extent  to 
which  the  elementary  department  has  been  developed.  To 
train  teachers  effectively  requires  that  elementary  school  in 
which  they  are  trained  must  of  necessity  be  superior  and 
maintain  the  highest  possible  standards  of  efficiency  in  teach- 
ing and  regard  for  the  interests  and  progress  of  the  pupils 
in  their  charge.  To  maintain  such  a  school  has  proved  a 
heavy  expense,  considerably  exceeding  the  usual  allowances 
by  State  appropriations  for  this  purpose.  For  this  reason  a 
small  fee  has  been  charged  pupils.  The  normal  school,  how- 
ever, provides  from  this  fund  all  text  and  ordinary  school 
supplies.  As  the  school  has  developed  and  introduced  better 
advantages,  the  expenses  have  multiplied,  and  the  fees  have 
been  advanced  and  must  continue  to  be  advanced.  However, 
the    following   principle,    in   justice    to   patrons,    is    observed : 

—  31  — 


The  rate  at  which  a  pupil  enters  either  the  primary  or  the 
grammar  departments  will  not  be  increased  while  the  pupil 
remains  in  these  respective  departments.  Thus,  the  pupils 
who  entered  the  school  three  years  ago  when  the  half-yearly 
fee  was  $5.00  still  continue  at  that  rate,  although  for  those 
who  entered  later  the  fee  has  been  increased  to  $7.50.  It  is 
probable  that  it  will  be  necessary  to  increase  this  fee  in 
another  year,  but  these  new  rates  will  not  affect  pupils  in 
the  school  while  they  remain  in  their  present  departments. 

The   fees   for   admission  to   the   school  until    September   1, 
1910,  will  be  unchanged,  as  follows: 
For    entrance    into    the   first,  -second,   third,    or    fourth 

grades,  per  half-year,  in  advance $3  50 

For  entrance   into  the  fifth   or   sixth  grades,  per   half- 
year,  in  advance 7  50 


—  32  — 


No.  10  (new  series). — A  Course  of  Study  and  Teachers'  Handbook  in  the 
Common  Literature  of  Life  ;  207  pages,  paper  bound.  By  Allison 
Ware.     Price,  postpaid,  40  cents. 

No.  11. — A  Course  of  Study  in  Formal  Arithmetic  and  Teachers'  Hand- 
book.    By  David  Rhys  Jones. 

This  Bulletin  is  published  in  various  parts  as  follows :  Part  I, 
Teachers'  Handbook  and  examples  for  integers;  92  pages,  paper 
bound ;  price,  postpaid,  SO  cents.  Part  II,  Teachers'  Handbook 
and  examples  for  common  fractions,  decimals,  percentage,  denom- 
inate numbers,  and  mensuration  ;  74  pages,  paper  bound ;  price, 
postpaid,  SO  cents.  Drill  Exercise  Books  Nos.  1,  2,  3,  and  4  ;  paper 
bound  ;  price,  10  cents  each.  These  Drill  Books  are  intended  to  be 
used  exclusively  by  pupils,  and  may  be  purchased  in  bulk  for 
classes  ;  they  contain  merely  the  examples  from  the  Bulletin  as 
follows:  No.  1,  Addition  and  Subtraction  (22  pp.)  ;  No.  2,  Multi- 
plication and  Division  (23  pp.)  ;  No.  3,  Common  Fractions  (15 
pp.)  ;  No.  4,  Decimals,  Percentage,  Denominate  Numbers,  and 
Mensuration  (24  pp.)  ;  answers  to  these  examples  are  found  in 
the   Handbook. 

The  following  courses  of  study  are  now  in  preparation  : 
A  Course  of  Study  in   Composition.      By  Anna  Wiebalk,    Supervisor   of   the 

Teaching  of  Composition. 
A    Course    of    Study    in    Geography.      By    Allison    Ware,    Supervisor    of    the 

Teaching  of  Geography. 

Address:  BULLETIN  FUND,  STATE  NORMAL  SCHOOL, 

Buchanan  and  Waller  Streets, 

SAN  FRANCISCO. 

Payments  may  be  made  by  check,  money  order,  or  stamps. 


3  0112  105611062 


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